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    Wyświetlanie 1-6 z 6
    Tytuł:
    Psychological readiness of students to work in a professional field
    Autorzy:
    UHRYN, OLHA
    Powiązania:
    https://bibliotekanauki.pl/articles/628172.pdf
    Data publikacji:
    2013
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    psychological readiness, partial readiness to self-development, professio-nal life
    Opis:
    The article is devoted to the psychological readiness of student’s personality for profes-sional life. The author considers components of readiness that promote self-development and self-realisation in the professional sphere, and presents the results of an empirical stu-dy of willingness to work in a professional field.
    Źródło:
    Journal of Education Culture and Society; 2013, 4, 2; 97-107
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Psychologiczna gotowość nauczycieli do tworzenia efektywnego środowiska e-edukacji: koncepcja badań
    Psychological readiness of teachers to create effective e-education environment - research concept
    Autorzy:
    Kaliszewska-Czeremska, Katarzyna
    Laconi, Stephanie
    Powiązania:
    https://bibliotekanauki.pl/articles/425999.pdf
    Data publikacji:
    2015-09-30
    Wydawca:
    Szkoła Główna Handlowa w Warszawie
    Tematy:
    e-education
    teachers
    prospective teachers
    psychological readiness of teachers
    Opis:
    New needs of contemporary students caused by technology development and the change of the character of relations between students and teachers pose a challenge for the present-day school. Preparation of didactic staff for e-education seems to be in this context one of the most important tasks of the contemporary education system. If we want to prepare future generations of teachers to work in the dynamically changing educational reality, we need to take care of expanding the scope of competencies of this labor group. Shaping readiness to create an effective e-education environment appears to be a beneficial approach, important for both sides participating in the process of formal education. Yet, preparing an educational offer that would be adequately adjusted to the needs of particular labor group requires, in the first place, proper recognition of those needs. An accurate diagnosis of teachers' and prospective teachers' readiness to create effective e-education environments could enable optimization of actions in this area. In this article, issues connected with the preparation of teachers and prospective teachers to work in e-education have been discussed. Also, the author's proposition of a psychological examination of teachers' readiness at different stages of professional development to create effective e-education environments has been presented here.
    Źródło:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie; 2015, 4 (61); 32-37
    1731-6758
    1731-7428
    Pojawia się w:
    e-mentor. Czasopismo naukowe Szkoły Głównej Handlowej w Warszawie
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Criteria for diagnosing the level of students readiness for self-educational activities
    Kryteria diagnozowania poziomu gotowości uczniów do działań związanych z samokształceniem
    Autorzy:
    Soveiko, Yevgeniya I.
    Powiązania:
    https://bibliotekanauki.pl/articles/2081653.pdf
    Data publikacji:
    2021-09-22
    Wydawca:
    Państwowa Wyższa Szkoła Zawodowa w Raciborzu
    Tematy:
    self-education
    self-educational activity
    readiness for self-education
    technological
    readiness for self-educational activity
    psychological readiness
    motivation
    cognitive
    Opis:
    The article presents the results of a study to determine valid criteria for diagnosing the students level of readiness for self-educational activities. In the study as the psychological readiness for self-education author considers the desire to perform certain self-educational tasks, the ability to achieve the goals of self-education, the presence of moral and volitional qualities that contribute to the fulfillment of this task (responsibility, discipline, perseverance), understanding of the essence and the need of self-education for becoming a specialist. By technological readiness for self-educational activity, the author understands the ability to perform self-educational tasks, the ability to allocate time, organize, control, and adjust self activities. Based on the obtained results, it is concluded that the level of psychological readiness for self-education can be defined as the average arithmetic mean of students' assessments on a three-point scale of statements of the questionnaire "Readiness for self-educational activity": "I like to study on my own"; “I study additionally myself”; “I can independently achieve my goals of self-education”; “I realize that I will not achieve my goals without additional study”; “I study new things every day”; “I'm quite responsible”; "I'm quite disciplined." The level of technological readiness for self-educational activity is defined as the average value of expert assessments of self-educational skills and average assessments of students of their own ability to set goals and plan activities. The sum of these assessments makes it possible to judge the level of the student's readiness for selfeducational activity, as well as to correct the underdeveloped components of readiness. The validity of these criteria is confirmed by a statistical study revealing reliable links with the corresponding scales of the standardized questionnaires "General structure of activity" (GSA) E.Yu. Mandrikova and "Style of self-regulation of behavior" (SSB) by V.I. Morosanova.
    Źródło:
    Eunomia – Rozwój Zrównoważony – Sustainable Development; 2021, 1(100); 149-157
    1897-2349
    2657-5760
    Pojawia się w:
    Eunomia – Rozwój Zrównoważony – Sustainable Development
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Адаптация детей к обучению в первом классе
    Adaptation of children to learn in the first grade
    Autorzy:
    В. Беловол, Елена
    Шурупова, Елена Ю.
    Бойко, Злата В.
    Powiązania:
    https://bibliotekanauki.pl/articles/1389196.pdf
    Data publikacji:
    2014-12-31
    Wydawca:
    Uniwersytet Gdański. Wydawnictwo Uniwersytetu Gdańskiego
    Tematy:
    educational concept
    educational system
    free upbringing
    socialization
    social and psychological adaptation
    mental health
    psychological readiness of teachers
    Opis:
    Upbringing and teaching processes are interrelated. During the separation of these processes some difficulties begin to arise, although in modern educational practice in some countries there is a tendency to separate them. An example of an empirical study of the properties of adaptation of children to school in the first grade shows that in the absence of the willingness of teachers to consider teaching and upbringing as related processes a dissonance is created between the demands of school on the one hand and the creation of psychologically conducive conditions to the education of the child on the other. Poor identification of the health condition of pupils, and reluctance to take into account their individual psychological characteristics do not make it possible to realize well the full scope of the learning process and to create an atmosphere conducive to successful learning in school.
    Źródło:
    Problemy Wczesnej Edukacji; 2014, 27, 4; 7-15
    1734-1582
    2451-2230
    Pojawia się w:
    Problemy Wczesnej Edukacji
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Motivational readiness of children to school in nuclear and single parent families
    Autorzy:
    Ostrovska, Kateryna
    Grabovska, Sophia
    Powiązania:
    https://bibliotekanauki.pl/articles/628422.pdf
    Data publikacji:
    2015
    Wydawca:
    Fundacja Pro Scientia Publica
    Tematy:
    psychological readiness of the child to go to school, nuclear and single parent families, motivation
    Opis:
    The aim of the paper is a comparison of psychological readiness of the child to go to school in nuclear and single parent families. To obtain the objectives of the paper the following methods were used: 1) methods “Two schools” by L.A Venger to identify the level of formation of internal position of the student; 2) the method “Motivational research studies in older preschoolers” by M.R. Ginsburg; 3) method “Pattern” by L.I. Tsehanskaya to determine the degree of development of skills training activities; 4) method “Graphic dictation” by D. El’konin to study the ability to follow adult instructions. The investigated group consisted of 40 students from first grade secondary school - 20 students from nuclear families (12 girls and 8 boys) and 20 students from single parent families (9 girls and 11 boys). As a result of qualitative, comparative and correlation analysis it was shown that readiness of children to go to school susbstantially depends on completness of their families. The children from families have a higher level of skill training and internal position than children from single parent families. This occurs because both parents pay more attention to the children in the forming of a willingness to learn in school. The studies have shown that in the group of children from nuclear families dominate the highest level of development of skills training activities, increased formation of internal positions and childrens social motivation. These indicators are the hallmarks of readiness to learn at school. Also, some recommendations to teachers are provided as for increase of motivation to learn in children from single parent families.
    Źródło:
    Journal of Education Culture and Society; 2015, 6, 2; 141-150
    2081-1640
    Pojawia się w:
    Journal of Education Culture and Society
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
    Tytuł:
    Harsh discipline and readiness for interpersonal aggression in Poland and the USA: the mediating role of sensitivity to provocations and frustrations
    Autorzy:
    Dominiak-Kochanek, Monika
    Konopka, Karolina
    Bower-Russa, Mary
    Frączek, Adam
    Powiązania:
    https://bibliotekanauki.pl/articles/430301.pdf
    Data publikacji:
    2015-12-01
    Wydawca:
    Polska Akademia Nauk. Czytelnia Czasopism PAN
    Tematy:
    readiness for aggression
    harsh discipline
    corporal punishment
    psychological aggression
    sensitivity to provocation and frustration
    Opis:
    This study examined the effect of history of harsh parenting on readiness for aggression in young adults testing the mediating effect of emotional reaction to frustration and provocation that is assumed to arise in the context of a history of physical punishment and psychological aggression. Data were collected from 402 participants including 187 Poles (Mage = 9.5; SD = 1.2) and 215 Americans (Mage = 19.16, SD = 1.15). Participants reported retrospectively on corporal punishment and psychological aggression experienced during childhood. Based on self-report instruments, sensitivity to provocation and frustration and three patterns of readiness for aggression in adulthood were assessed. Contrary to the US sample, sensitivity to provocation and frustration were mediators in the Polish sample alone. The important role of contextual factors that define harsh parenting circumstances, such as cultural context and sex of the parent, are discussed.
    Źródło:
    Polish Psychological Bulletin; 2015, 46, 4; 543-554
    0079-2993
    Pojawia się w:
    Polish Psychological Bulletin
    Dostawca treści:
    Biblioteka Nauki
    Artykuł
      Wyświetlanie 1-6 z 6

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